Teachers for All: Inclusive Teaching for Children with Disabilities



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4. Recommendations
International donors should work with national governments to:


  • Support policy-makers and teacher educators to develop a more in-depth and hands-on understanding of inclusive education, and a better sense of how to embed inclusive education principles throughout all pre- and in-service teacher training.




  • Support education authorities and teacher educators to review their existing teacher training systems and facilitate the mapping of opportunities for embedding inclusive education principles into a revised training system.




  • Support the development of improved teacher training systems that deliver a more effective balance of theory-based learning and hands-on practice, with a particular focus on teachers learning how to be child-centred and inclusive, and in particular how to teach children and adults with disabilities.




  • Support education authorities and teacher educators to develop mechanisms through which people with disabilities (including DPOs) are consulted about teacher training, and are enabled to take an active role in designing and delivering teacher training.




  • Support education authorities to critically review their existing human resource legislation, policies and procedures, and to develop improved laws/policies/procedures that actively encourage and support people with disabilities to train and work as teachers at all levels across the education system.




  • Advocate for post-2015 goals, targets and indicators to explicitly focus on the need to include people with disabilities in education, which requires disaggregated data to monitor both access to and quality of education.




  • Develop progressive and holistic approaches to education financing, ensuring that no donor economic policies are allowed to undermine international human rights law or undermine the growth of an inclusive, highly-skilled and well-remunerated teaching workforce.

This policy paper was written by Ingrid Lewis and Sunit Bagree, July 2013.


The development of this paper was coordinated by Sunit Bagree and funded by Sightsavers on behalf of the International Disability and Development Consortium’s Inclusive Education Task Group.
The authors would like to thank the following individuals for their contributions: Lucia Bellini, Karen Chesterton Khayat, Hannah Corps, Els Heijnen-Maathuis, Manuela Kräuter, Guy Le Fanu, Paul Lynch, Thomas Palmer, Katharina Pfortner, Richard Rieser, Stacy Rowe, Sian Tesni, Marlies van der Kroft, Wamundila Waliuya.


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